| Project/Area Number |
12650612
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Town planning/Architectural planning
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| Research Institution | Tokyo Institute of Technology |
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Principal Investigator |
SOSHIRODA Akira Tokyo Institute of Technology, Associate Profess, 大学院・情報理工学研究科, 助教授 (70226710)
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| Co-Investigator(Kenkyū-buntansha) |
TERAO Hitoshi Niigata University, Associate Profess., 工学部, 助教授 (70242386)
TSUTSUMI Takashi Tokyo Institute of Technology, Associate Profess., 大学院・情報理工学研究科, 助手 (40323828)
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| Project Period (FY) |
2000 – 2001
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| Project Status |
Completed (Fiscal Year 2001)
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| Budget Amount *help |
¥1,900,000 (Direct Cost: ¥1,900,000)
Fiscal Year 2001: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 2000: ¥900,000 (Direct Cost: ¥900,000)
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| Keywords | Regional Promotion / Community Design Learning / Social Sub-Textbook / Environmental Education / Integrating Studies / 住民参加 / むらづくり / 新潟県 / 地域教育 |
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| Research Abstract |
For the civil participation to the regional promotion in the rural villages, this paper aims to clarify how they teach "village" to the pupils in Niigata prefecture, and how they educate them for "rural planning" as a method for resolving the problems and attaining an ideal. After revealing them, this elucidates how they conduct the "rural planning education" in the environmental education and the integrating studies. For these analyzes, social sub textbooks of 71 villages in Niigata and a questionnaire are utilized.
The conclusions are mainly as follows.
(1) The educational contents of social sub-textbooks are classified into 13 items. Among them, "geography ＆ natural environment" and "regional culture ＆ history" are taught in the almost all of the sub-textbook. This says that they teach "village" through the nature, agriculture, and traditional culture, which are familiar theme for the pupils.
(2) In the description about "rural planning", the ideals are explained paradigmatically and abstractly. On the other hand, the problems are taught objectively and concretely. About the planning as a method for resolving the problems and attaining an ideal, the development type is double of the preservation type, and it has a tendency to explain that the rural planning is to develop the life environment of the region.
(3) There is a similarity between the contents of "rural planning" education and the environmental education and the integrating studies in the point of to recognize the natural environment, but the combination of them is not taken into consideration. On the step of the 3rd and 4th grade of the elementary school, the concept of planning is hardly introduced into the area studies. To know the characteristics of the village and to preserve it is put emphasis in the social studies of the elementary school.
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